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Session Type: Symposium
The complex literacy instruction envisioned by the CCSS-ELA remains rare in our secondary schools. Teachers use lectures as an efficient alternative to engaging students in making sense of academic texts. Even when texts are used, students rarely engage in extended reading or understanding beyond the literal level. Thus, students’ opportunities to learn (OTL) advanced literacy skills may be severely limited. This session will problematize the mismatch between students’ OTL and new standards and assessments. Drawing from studies in diverse urban schools, three papers will explore diverse students’ literacy OTL from various vantage points. Papers will also analyze assessments linked to the new standards, as these constrain students’ ability to develop and demonstrate the capacity to learn from complex text.
Argumentation in the Presence and Absence of Text - Cindy Litman, WestEd; Stacy A. Marple, WestEd; Cynthia L. Greenleaf, WestEd
Rigorous Content Learning: Making Text-Based Learning Real - Sheila Valencia, University of Washington; Sara Nachtigal, University of Washington - Seattle; Carol Margaret Adams, University of Washington - Seattle
The Initial Intent of Common Core State Standards for English Language Arts and Aligned Instruction and Tests: A Task Analysis - Kathleen A. Hinchman, Syracuse University